Mind map our way into effective student questioning: A principle-based scenario

摘要

Student questioning is an important self-regulative strategy and has multiple benefitsfor teaching and learning science. Teachers, however, need support to align studentquestioning to curricular goals. This study tests a prototype of a principle-based scenario thatsupports teachers in guiding effective student questioning. In the scenario, mind mapping isused to provide both curricular structure as well as support for student questioning. The fidelityof structure and the process of implementation were verified by interviews, video data and aproduct collection. Results show that the scenario was relevant for teachers, practical in useand effective for guiding student questioning. Results also suggest that shared responsibilityfor classroom mind maps contributed to more intensive collective knowledge construction.